Analysis of developmental quotient and influencing factors in two-three years old children with language retardation
YANG Yifan1 LOU Dan2 LU Yaya2
1.Clinical Medical College, He’nan University of Science and Technology, He’nan Province, Luoyang 471003, China;
2.Department of Paediatrics, the First Affiliated Hospital of He’nan University of Science and Technology, He’nan Province, Luoyang 471003, China
Abstract：Objective To explore the developmental quotient of two-three years old children with language retardation and to analyze the influencing factors. Methods From January 2019 to June 2020, 68 children aged two-three years old with language retardation enrolled in the First Affiliated Hospital of He’nan University of Science and Technology were selected as case group, and 50 healthy children who underwent physical examination were selected as control group. The general data of two groups were compared, and the developmental quotient of two groups were evaluated and analyzed by Gesell infant development scale. According to the grading standard of language retardation, case group was divided into mild group (30 cases), moderate group (33 cases) and severe group (5 cases). Binary logistic regression was used to analyze the risk factors of language retardation in children. Results The were statistically significant differences between two groups in father’s degree of education, used audiobooks to teach children language, the family mainly took care, accompanied the children to read children’s books/story telling time, and the children’s daily TV watching time (P < 0.05). The developmental quotient of big motor, fine motor, speech ability, material ability and human ability in case group were lower than those of control group, and the differences were statistically significant (P < 0.05). The developmental quotient of fine motor, material ability, speech ability and human ability in severe group were lower than those of mild and moderate group, and moderate group was lower than mild group, and the differences were statistically significant (P < 0.05). Binary logistic regression analysis showed that father’s degree of education of high school or below, non-parents of the family mainly took care, accompanied the children to read children’s books/story telling time＜1 h, the children’s daily watching TV time≥2 h and do not use audiobooks to teach children language were the risk factors of language retardation (OR ＞ 1, P < 0.05). Conclusion Children with language retardation are often accompanied by backward development of multiple functional areas. Pediatricians should pay attention to screening the adverse factors of language development of children with language retardation and evaluate the level of intelligent development, and give individualized guidance and comprehensive intervention.
杨一帆1 娄丹2 卢亚亚2. 2~3岁语言发育迟缓儿童的发育商及影响因素分析[J]. 中国医药导报, 2021, 18(17): 98-101.
YANG Yifan1 LOU Dan2 LU Yaya2. Analysis of developmental quotient and influencing factors in two-three years old children with language retardation. 中国医药导报, 2021, 18(17): 98-101.
[1] 刘雨睿，刘静，罗娟，等.157例语言发育迟缓儿童的发育特征及影响因素分析[J].内蒙古医学杂志，2019，51（2）：135-137.
[2] 姚丹，李芳芳，沈季阳，等.S-S语言发育迟缓检查法评估语言发育迟缓儿童发育特征的相关性研究[J].中国儿童保健杂志，2020，28（1）：69-72.
[3] 任爽爽，詹焱，陈雪，等.重复经颅磁刺激在儿童语言发育迟缓中的应用[J].按摩与康复医学，2020，11（9）：14-17.
[4] Buschmann A，Jooss B，Rupp A，et al. Children with developmental language delay at 24 months of age：results of a diagnostic work-up [J]. Dev Med Child Neurol，2010， 50（3）：223-229.
[5] 胡梦杰，杨小云.儿童语言发育迟缓的研究进展[J].齐齐哈尔医学院学报，2020，41（4）：467-469.
[6] 王培培.早期康复护理在语言发育迟缓患儿中的应用效果[J].中国民康医学，2020，32（10）：77-78.
[7] 马悦.认知功能训练联合康复治疗在暂时性语言发育迟缓患儿中的应用效果观察[J].中国疗养医学，2019，28（8）：854-856.
[8] 申夏惠，曹爱华，李沙沙，等.语言发育迟缓儿童的影响因素及综合干预疗效研究[J].中国儿童保健杂志，2018， 26（12）：105-109.
[9] 曹丽，冉域辰，孟仙.儿童早期语言发育中的特点分析[J].中国儿童保健杂志，2018，26（4）：437-439.
[10] 章依文，金星明，沈晓明，等.2~3岁儿童语言发育迟缓筛查标准的建立[J].中国儿童保健杂志，2003，11（5）：308-310.
[11] 陶聪，麦坚凝，肖华，等.2~3岁语言发育迟缓儿童的智能发育分析[J].中国儿童保健杂志，2012，20（7）：635-636.
[12] 李玲，乔艺阁，王方军，等.合肥市区18月龄儿童表达性语言发育迟缓现况分析[J].中国妇幼保健，2017，32（21）：5308-5310.
[13] Tamis-Lemonda CS，Luo R，Mcfadden KE，et al. Early home learning environment predicts children’s 5th grade academic skills [J]. Appl Dev Sci，2017，23（7）：153-169.
[14] Roschanak，Mossabeb，Kelly，et al. Language Development Survey Provides a Useful Screening Tool for Language Delay in Preterm Infants [J]. Clin Pediatr，2012，51（7）：638-644.
[15] 杨静仪，黄赛君，廖燕薇，等.儿童语言发育迟缓的智能发育现状及影响因素分析[J].中国儿童保健杂志，2019， 27（8）：892-895.
[16] 李军石.早期认知语言康复训练对发育迟缓患儿的影响分析[J].中国现代医生，2019，57（13）：42-44，48.
[17] 苑赟.药山社区0~3岁儿童语言发育迟缓的发病现状及发病原因分析[J].中国当代医药，2020，27（30）：168-171，176.
[18] 栗书艳，赵曙霞，王海英.语言发育迟缓儿童的智能发育特征及相关因素分析[J].全科护理，2020，18（20）：2585-2588.
[19] 范篆玲，李辉，张亚钦.语言发育迟缓儿童的发育商及干预对策[J].中国妇幼保健，2019，34（13）：2991-2993.
[20] Pancsofar N，Vernon-Feagans L. Mother and father language input to young children：Contributions to later language development [J]. J Appl Dev Psychol，2006，27（6）：571-587.
[21] Roberts J，Jergens J，Burchinal M. The role of home literacy practices in preschool children’s language and emergent literacy skills [J]. J Speech Lang Hear Res，2005，48（2）：345-359.
[22] Lin LY，Cherng RJ，Chen YJ，et al. Effects of television exposure on developmental skills among young children [J]. Infant Behav Dev，2015，38（24）：20-26.
[23] 孙禄，赵雪妮，梁洁竟，等.儿童语言发育迟缓与屏幕媒介相关性分析研究[J].中外医疗，2020，39（10）：7-9.
[24] 赵瑾，章依文.屏幕暴露与儿童早期发展[J].教育生物学杂志，2019，7（1）：1-5.
[25] 何满芬.门诊体检婴幼儿语言发育筛查分析[J].实用医药杂志，2011，28（12）：1075-1076.
[26] 张瑞芳，栗新燕，范果叶，等.语言发育迟缓儿童的发育特征及相关因素分析[J].中国儿童保健杂志，2017，25（3）：287-289.
[27] 刘敏娜，高雪婷，李元，等.0~4岁儿童语言发育现状及影响因素分析[J].中国儿童保健杂志，2016，24（9）：978-980.
京公网安备 11010502046598号